Adjustments Are Made Daily, Reflecting the Actual Pace of the Week

1

AP English 12

Adjustments are made daily, reflecting the actual pace of the week.

You can find previous months of this schedule on page 12 of this document.

MAY
Friday
May 5 / Activity: Share your human condition project.
Monday
8
You will have a sub today. Help out! / Assignment: Annotating and responding to an article on sentence variety.
Tuesday
May 9
You will have a sub today. Help out! / Assignment: Reading and Responding to 2 non-fiction essays.
Wednesday
May 10
(Early Release) / Ketchup Day
Thursday
May 11 / Ketchup Day
Friday
May 12 / Due: Sentence Variety Worksheet (yellow)
Activity: Share Picnic Lightning Letter
We shared our loooooooong sentecnes.
Assignment: Imitating lively writing—handout.
You can make this up by getting the handouts from me on Monday.
Monday
May 15 / Assignment: Creating a poem—with handouts
Tuesday
May 16 / Due: The two critical responses to the essays.
Assignment: Things that Matter—generating an idea for your essay with models.
Wednesday
May 17 / Assignments: Work day for poem and essay
Thursday
May 18 / Assignments: Work day for poem and essay
Friday
May 19 / Due: poetry immersion, AP multiple-choice analysis, and cue card.
Assignments: Work day for poem and essay
Monday
May 20 / Due: organized class folder
I will not take an late assignments this week!
Assignments: Work day for poem and essay
Tuesday
May 23 / Assignments: Work day for poem and essay
Wednesday
May 24 / Final Presentations
Thursday
May 25 / Final Presentations
Friday
May 26 / Final Presentations
Sunday
May 28 /
APRIL
Monday
3 / Vocabulary: abhorrent, recapitulate, tête-à-tête, quintessence, idyllic, kitsch, bigot, red herring
Assignment: Poetry Scavenger Hunt
Tuesday
4 / Assignment: Poetry Scavenger Hunt
Wednesday
5
(early release) / Assignment: AP Multiple Choice Test
Thursday
6 / Due: A first draft ofPicnic Lightning: Building your Voice Writing Assignment
Test: Vocabulary Test #3
Assignment: Poetry Immersion Scavenger Hunt—Goal: Complete #3
Friday
7 / Assignment: Key writing rubrics to the Open Letter and Picnic Lightening assignment.
Monday
10 / Assignment: The Human Condition Project
Tuesday
11 / Assignment: The Human Condition Project—last day in class—dueThursday, April 13
Wednesday 12 / Assignment: Writing a prose essay using Jane Eyre
Thursday
13 / Due: Picnic Lightening assignment
Assignment: Complete The Human Condition Project –due Wednesday, April 19th
Friday
14 Easter Break/No School
Monday
17 Easter Break/No School
Tuesday
18 / Assignment: Class Activity Poetry Immersion—Scavenger Hunt
Wednesday
19 / Due: The Human Condition Project
Activity: Share Open Letters and continue with poetry immersion.
Thursday
20
Friday
21 / BOOT CAMP STARTS (3 points a day)
1. Complete Mutiple Choice Findings—You will find the directions below this schedule.
Due before May 3rd.
20 points
2. 2nd Cue Card (15 points)
You can also do a third card for 2 bonus points.
Due before May 3rd
20 points
3. Poetry Immersion
This assignment will be worth points—to be determined after the AP exam. It will be due on the day you take your final test for me. (Tuesday, May 16th )
Monday
24 / Multiple Choice AP Exam
You will have a sub today.
Tuesday
25 / Writing Responses AP Exam
You will have a sub today.
Wednesday
26
(Early Release) / Complete the Writing Responses today.
Thursday
27 / BOOT CAMP activities TBA
Friday--April 28 / BOOT CAMP activities TBA

Assignment Directions

4/21

Title this assignment AP MC Diagnostic

1. Tally your “raw” score to find your percentage and then re-tally using your second choices. (the ones that are correct)

2. For questions 1-16, read through the College Board justifications and create a strategical observation (1-2 sentences for each incoorect answer.

3. For questions 17-31, Create 3 long justifications exemplified by the College Board justifications for 3 incorrect answers. If you did not miss enough to reach this requirement in this section, come see me.

4. Get the “key” for College Board justifications. How did you do by comparison?

5. Create 1 or 2 observations/strategies to share with your fellow test-takers. You will present these in class.

4/7

Open Letter

Directions: Get out your highlighters!

1_____ A rhetorical question (This type of question does not necessarily have an answer.) Ex-- Is this fair? (Bill Gates)

2_____ A question that you ask and then go on to answer.

Ex-- What about the guys who re-sell Altair BASIC, aren't they making money on hobby software? Yes, but those who have been reported to us may lose in the end.

(Bill Gates)

3_____ A mini-sentence (1-3 words) Ex--There’s one for me! Ex—I don’t know.

4_____ A hyphenated word train Ex-- 7-year old, beat-up, sippy-cup-milk-stained purse (Celebrity Moms)

5_____ A list (not too long or you will lose your reader) Ex-- Now we have 4K, 8K, EXTENDED, ROM and DISK BASIC. (Bill Gates)

6_____ (parenthetical information) Ex--breakfast on those (daily) occasions… (Celebrity Moms)

Ex--Most of these "users" never bought BASIC (less than 10% of all Altair owners have bought BASIC) (Bill Gates)

7_____1 word from the FUN word list Examples—squabble, wishy-washy, vivacious

8_____ 1 word from the “smart” list Examples—germane, pertinent, beleaguered, didactic

Picnic Lightening

1_____ Have I correctly referenced the key textual components:

anthology of poems—Picnic Lightening or Picnic Lightening

poem—i.e. “Silence”

The poet—Billy Collins, Mr. Collins in a review—Billy Collins, Collins

2_____ Have I seamlessly integrated at least 3 literary terms.

3_____ Have I seamless integrated at least 10 “snippets’ of quoted poetry (Do not announce the use of quoted material i.e. In this quotation, I really think this quote…)

Do not use stanzas of poetry that are set off from the discussion like the following example. This is not literary analysis as manifested in an essay.

Much can be said for how Cropp crafts this scene, how she ties these two quests together. She captures the ache of this search, comparing the lost speaker wandering the alleys of Hooker Hill to a child wandering the grocery store:

I go there
to wander its alleys with eyes blearing under neon
and streetlight like a lost child stumbling
through grocery aisles, hungry and hoping
each hem I touch will be the one. (10)

4_____ Have I used 5 meaningful transitions that go beyond “however” and “finally”

5_____ Have I created 5 obvious sentences that have been crafted for variety.

(You should be able to name what type of sentence it is--see Sentence Variety Packet and Loose, Periodic Worksheet)

6_____ Have you used at least three colorful words that are “fun”, whimsical, vivid…?

7_____ Is there evidence of thoughtful intention and obvious enthusiasm for the writing itself?

 Is it obvious you accessed the resources, which start on page 5?

 Did you consciously integrate them into your assignment?

8______Have I met the 600 word minimum word count? (which can include the greeting and signature) (hand-written neatly or typed)

Assignment Directions

3/21

Vary Your Sentences

Directions: Unfortunately, you won’t be able to write on this handout so it is important that you create headings and use numbers to indicate the exercises that you are doing. Please give the reader eye space to see where one section starts and another begins.

Varying Sentence Beginnings

Usually the way to form a sentence in English is to begin with the subject and end with the predicate. However, if all sentences were like this there would be no variety and all sentences would sound the same.

Compare the following versions of the same paragraph. In the first, each sentence begins in the same way. In the second, an attempt has been made to achieve emphasis and clarity by varying sentence beginnings.

NOT VARIED

The trial had been scheduled for two o’clock. The audience was nosily settling itself in the courtroom for the coming show. The lawyers were quietly talking and shuffling piles of papers at the polished tables in the front of the room. The bell in the courthouse tower struck two in resounding tones. Judge Perez, dignified in her long black gown, walked slowly to her bench. The clerk rasped out, “Everyone rise.” The room seemed suddenly to lift for a moment, and then it settled back into an eerie silence. The judge opened the case of the People vs. John Strong in a manner, which seemed to imply that such trials happened every day of her life.

VARIED

The trial had been scheduled for two o’clock. In the courtroom, the audience was nosily settling itself for the coming show. At the polished tables in the front of the room, the lawyers were quietly talking and shuffling piles of papers. When the bell in the courthouse tower struck two in resounding tones, Judge Perez, dignified in her long black gown, walked slowly to her bench. “Everybody rise,” rasped the clerk. Suddenly the room seemed to lift for a moment, and then it settled back into an eerie silence. In a matter, which seemed to imply that these trials happened every day of her life, the judge opened the case of the People vs. John Strong.

The normal order of sentences needs not to be avoided merely for the sake of variety, but it is often possible to increase the force and clarity of a statement by beginning with an important modifier.

Exercise 1: In the following sentences, find the modifier and rewrite the sentence, placing the modifier first. The sentences are correct; however, you are rewriting them so you will learn a variety of ways of expressing the same idea.

I felt better instantly. Instantly, I felt better.

Our system of measurements will eventually be changed.Eventually our system of measurements will be changed.

1. Frankenstein is planning cautiously to introduce himself to the family in the cottage.

1. This Creature, unfamiliar and wretched, will drastically change the lives of many people in this small corner of the world.

1. Our vocabulary of measurement will gradually be replaced by a new one.

1. The metric system, tested and refined, has been in use in Europe and most of the rest of the world since the early nineteenth century.

1. The standard unit of measurement until then, surprisingly, was a person’s hand or foot.

1. This obviously is not a standard size.

1. The metric system, comprehensive and orderly, includes measurements of length, weight, volume, and temperature.

Exercise 2: Write four sentences of your own beginning with modifiers. Write one starting with each of these phrases: a prepositional phrase, a participle phrase, an appositive phrase, and an infinitive phrase.

At the sound of the bell, the teacher collected the papers.

(prepositional phrase)

Having examined the records, the lawyer prepared a new deed.

(participle phrase)

An excellent example of modern architecture, the new city hall is a favorite tourist site.

(appositive phrase)

To learn to swim better, we took lessons at the pool.

(infinitive phrase)

1. Prepositional Phrase-
2. Participial Phrase-
3. Appositive Phrase-
4. Infinitive Phrase-

Exercise 3: The following sentences, all of which begin with the subject, contain phrase modifiers, which can be placed at the beginning of the sentence. Rephrase the sentences by placing the modifying phrases at the beginning. Place a comma after each introductory phrase.

Pompeii was a well-to-do commercial city at the foot of Mt. Vesuvius.

At the foot of Mt. Vesuvius, Pompeii was a well-to-do commercial city.

1. Its population at the time of its destruction was about 30,000.

1. Archaeologists have discovered many facts about the life and times of ancient Pompeii to add to our knowledge of bygone days.

1. Wealthy Romans, attracted by the beauty of the location and healthfulness of the climate, built many villas there.

1. The streets, paved with blocks of lava, were usually wide and straight.

1. The Forum was a square, completely surrounded by temples and public buildings, near the western edge of the city.

1. Mt. Vesuvius had never given any indication of its volcanic character up to the year A.D. 63.

Exercise 4: Rewrite the following sentences so that each begins with either a word or a phrase modifier. In rearranging the sentences, you may wish to drop some of the words or add others; you may do so provided you keep the original meaning. Hints are given for the first five.

We were tired and decided to leave the party early. Tired, we decided to leave the party early.

1. Tommy flopped into the nearest chair, kicking off his shoes. (Begin with kicking)

2. He looked through the program to find what songs Chita Rivera would sing. (Begin with to find)

3. The program about Roberto Clemente and Orlando Cepeda began at seven o’clock sharp. (Begin with at)

4. We scraped the old bureau down to the natural wood and discovered that it was real mahogany.

(Begin with scraping)

5. Our boat, trim and fast, won the race. (Begin with trim)

6. My car was greased last week, and now it runs perfectly.

7. The stage crew, working evenings after school for weeks, completed the sets on schedule.

8. The band marched around the field and entertained the spectators during the half.

9. Garden City High School has a good school spirit and always has a large attendance at football games.

10. The light bulb, flickering on and off for several seconds, finally went out.

Adjectives and Adjective Phrases

Exercise 5: An opening adjective may be a single word or the first word in an adjective phrase. An adjective phrase begins with an adjective and then continues the description. Examples: happy to graduate, angry at not getting the job, glad about winning the spelling bee, smart as Einstein, sneaky at times, polite with both elders and children, disruptive in class, etc. A comma follows an opening adjective, whether a single word or a phrase.

Single opening adjective: Powerless, I went to my room after I was grounded.

Multiple opening adjectives: Bloodthirsty and brutal, the vampires killed 47 people.

Opening adjective phrase: Scared to death, I ran the whole way home.

Multiple adjective phrases: Numb of feeling, empty as a wheel, he clung to life.

Directions: Rewrite each sentence adding an opening of the sentence identified.

1. Single opening adjective: I wanted to run away and be gone from this strange place.

2. Multiple adjective phrases: I felt behind me looking for my contact.

3. Multiple opening adjectives: The elephant was worth at least a hundred pounds.

4. Opening adjective phrase: He rocked his own body back and forth, breathing deeply to release the remembered pain.

5. Multiple opening adjectives: He came to our door and eased his heavy pack and asked for refreshments, and Devola brought him a pail of water from our spring.

Delayed Adjectives and Adjective Phrases

Exercise 6: Delayed Adjective- A delayed adjective may be a single work or the first word in an adjective phrase. Commas punctuate a delayed adjective- one comma if it occurs at the end of the sentence, two if earlier in the sentence. Sentences con contain single or multiple delayed adjectives:

Single delayed adjective: People under the helicopter ducked down, afraid, as if they were begin visited by a plague or a god.

Multiple delayed adjectives: Each snowflake was different, Sister Zoe said, like a person, irreplaceable and beautiful.

Delayed adjective phrase: A dog came bounding among us with a loud volley of barks, and leapt round us, wild with glee at finding so many human begins together.

Directions: Insert adjectives as identified on the line provided.

1. Multiple delayed adjectives: Mosquitoes, ______, bite me ten times more than they bite other people.

2. Delayed adjective phrase: It was dreadful to see Harry lying there in agony,______.

3. Multiple delayed adjectives: I am an enthusiastic gamer, ______, I think about gaming all day in school and then go straight home to play.

4. Single delayed adjective: They ate like men, ______.

5. Single delayed adjective: Kelly, ______, waited for him to text back for three hours.

Opening Adverbs

Exercise 7: All adverbs give information about an action. Adverbs tell how an action happened (quickly, slowly, rapidly). Other adverbs tell when an action happened (now, then, yesterday). And they also tell where an action happened (overhead, nearby, underneath). A comma follows an opening adverb.

How:Unfairly, we poked fun at him, often in his presence.

When:Then, Harry felt as though an indivisible pillow had been pressed over his mouth.

Where:Outside, I found a taxi for her.

Sentences can contain single or multiple opening adverbs:

Single opening adverb: Incredibly, the man was still chasing after us.

Multiple opening adverbs: Then, slowly, he fell to his knees and began to beg.

Directions: Write a sentence containing the identified adverb.

1. How, single opening adverb: ______

2. When, single opening adverb ______

3. Where, single opening adverb______

4. How, multiple opening adverbs ______

5. When, multiple opening adverbs ______

6. Where, multiple opening adverbs ______

Delayed Adverbs

Exercise 8: A delayed adverb is placed after the action described.

How: These crazy fans screamed at the players, wildly, like lunatics.

When: I wondered how I could have missed noticing, before, all those bones.

Where: By now the sharks were all around us, above and below, and to all sides.

Sentences can contain single or multiple delayed adverbs:

Single delayed adverb: They smiled, delicately, like weary children remembering a party.

Multiple delayed adverbs: He worked himself to death, finally and precisely, at 3:00 a.m. Sunday morning.

Directions:Insert adverbs as identified on the line provided.